首页> 美国卫生研究院文献>Journal of Microbiology Biology Education >Riboflavin Riboswitch Regulation: Hands-On Learning about the Role of RNA Structures in the Control of Gene Expression in Bacteria
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Riboflavin Riboswitch Regulation: Hands-On Learning about the Role of RNA Structures in the Control of Gene Expression in Bacteria

机译:核黄素Riboswitch调节:亲手学习RNA结构在细菌基因表达控制中的作用

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摘要

American Society for Microbiology (ASM) Curriculum Guidelines highlight the importance of instruction about informational flow in organisms, including regulation of gene expression. However, foundational central dogma concepts and more advanced gene regulatory mechanisms are challenging for undergraduate biology students. To increase student comprehension of these principles, we designed an activity for upper-level biology students centered on construction and analysis of physical models of bacterial riboswitches. Students manipulate an inexpensive bag of supplies (beads, pipe cleaners) to model two conformations of a riboswitch in a bacterial transcript. After initial pilot testing, we implemented the activity in three upper-level classes at one research-intensive and two primarily undergraduate institutions. To assess student perceptions of learning gains, we utilized a pre/post-activity 5-point Likert-type survey instrument to characterize student perceptions of confidence in both their understanding of riboswitches and their ability to apply the central dogma to riboswitches. Median post-test ranks were significantly higher than median pre-test ranks (p < 0.0001) when compared by the Wilcoxon signed-rank test (n = 31). Next, we assessed post-activity knowledge via use of a rubric to score student responses on exam questions. More than 80% of students could correctly describe and diagram examples of riboswitches; data from initial iterations were used to enhance curriculum materials for subsequent implementations. We conclude that this riboswitch activity leads to both student-reported increases in confidence in the ASM curriculum dimension of gene regulation, including central dogma concepts, and demonstrated student ability to diagram riboswitches, predict outcomes of riboswitches, and connect riboswitches to evolutionary roles.
机译:美国微生物学会(ASM)课程指南强调了有关生物体内信息流的指导,包括基因表达调控的重要性。但是,基本的中心教条概念和更高级的基因调控机制对生物学专业的本科生来说是充满挑战的。为了提高学生对这些原理的理解,我们针对高级别生物学学生设计了一项活动,该活动的重点是细菌核糖开关的物理模型的构建和分析。学生可以操纵一袋便宜的用品(珠子,管道清洁剂)来模拟细菌转录本中核糖开关的两种构象。经过初步的试验测试后,我们在一个研究密集型大学和两个主要本科院校的三个高级班级中实施了这项活动。为了评估学生对学习成果的看法,我们使用了活动前/活动后的5点Likert型调查工具来表征学生对他们对核糖开关的理解以及他们将中心教条应用于核糖开关的能力的自信心。与Wilcoxon符号秩检验相比,中位考试后等级显着高于中位考试前等级(p <0.0001)。接下来,我们通过使用标题对学生对考试问题的回答进行评分来评估活动后知识。超过80%的学生可以正确地描述和图解核糖开关的例子;初始迭代中的数据用于增强课程材料,以供后续实施。我们得出的结论是,这种核糖开关活动导致学生报告的对ASM课程的基因调控维度(包括中心教条概念)的信心增加,并证明了学生绘制核糖开关,预测核糖开关的结果以及将核糖开关连接到进化角色的能力。

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